BEGIN:VCALENDAR VERSION:2.0 PRODID:-//128.200.235.219//NONSGML kigkonsult.se iCalcreator 2.20// CALSCALE:GREGORIAN METHOD:PUBLISH X-WR-CALNAME:DML2015 X-WR-CALDESC:Equity by Design X-FROM-URL:http://dml2015.dmlhub.net X-WR-TIMEZONE:America/Los_Angeles BEGIN:VTIMEZONE TZID:America/Los_Angeles X-LIC-LOCATION:America/Los_Angeles BEGIN:STANDARD DTSTART:20161106T020000 TZOFFSETFROM:-0700 TZOFFSETTO:-0800 TZNAME:PST END:STANDARD BEGIN:DAYLIGHT DTSTART:20170312T020000 TZOFFSETFROM:-0800 TZOFFSETTO:-0700 TZNAME:PDT END:DAYLIGHT END:VTIMEZONE BEGIN:VEVENT UID:ai1ec-11263@dml2015.dmlhub.net DTSTAMP:20170323T214129Z CATEGORIES;LANGUAGE=en-US:EF/Expanding Freedoms CONTACT: DESCRIPTION:12401 Individual Talk EF:Laughing Through Change: Egyptian and Arab Youth Online Subversive Humor\nOrganizer: Yomna Elsayed\nConstrained by their authoritarian ruling regimes and cultural traditions of respect f or authority\, Arab youth seek to find ways for subversive self expression and public will formation in the non-heavily supervised\, somewhat\, safe spaces of humor in online videos and social media. Though Arab spring rev olutions came at the price of a tightening state grip on students and youn g adults for fear of dissent\, they nonetheless\, provided a crystallizati on — though short-lived– of what was once considered pure imagination. Now that state crackdowns have intensified especially in the wake of the late st military coup\, young adults are exploring other means for self express ion at the contours of social change\, and the subversive murky borders be tween jokes and insults\, seriousness and frivolity. This study argues tha t there is a cultural symbiosis between paternal and political authority w hich complicates the Arab youth’s attempts at political change making thei r task both a social and a political one. It seeks to explore ways in whic h Arab youth carve out a space for self expression\, identity formation\, and ultimately social change amid an unwelcoming complex social and politi cal conflict\, and how digital media affordances work to facilitate or pos sibly constraint their participation. The study employs a qualitative them atic analysis of online video productions\, and social media discourse of Internet Arab comedians and/or opinion leaders. Findings indicate that the young adults’ emphasis on change targets deeply ingrained social issues w ithin the context of contemporary political events\, subverting both the p olitical and social status quo of the Arab world.\n12591 Individual Talk E F: Global social media equality: China’s social media sphere and freedom b eyond firewalls\nOrganizer: Zoey (Xuezhao) Wang\nCitizens worldwide have b een more and more aware of the importance of equality within digital space . Even though the concept of using digital and social media as part of civ ic engagement to improve the equality in our societies\, there are still b asic but major issues like inequality of digital access remains in a globa l scale. For instance\, China holds a particularly controversial position in the debate of online equality and freedom of speech (expression). On th e one hand\, major social media like Facebook\, Twitter and YouTube are ba nned in China\, which limits Chinese citizens’ open and active communicati on with people from other countries. On the other hand\, various fast-grow ing Chinese local social media have played important roles among Chinese “ netizens” domestically. However\, people from other countries may have con fusions or misunderstandings on some conditions.\nAs globalization expands \, we call for more progressive improvement on enhancing digital freedom a nd online equality cross boarders. In this short talk\, I will briefly pre sent the current digital isolation between China and the world and the eff orts that netizens both in and outside of China online have made to change the situation. I then will conduct a discussion with my audiences on what could we do to educate our student to cope with the emerging crisis of th e digital inequality on a global scale. In Despite of the cultural divide\ , what are the opportunities that online creators and educators and utiliz e to push this movement forward.\n12752 Individual Talk EF:Anything HE Can Do\, I Can Do Better – Girls as Game Designers (LAST MINUTE CANCELLATION) \nOrganizer: Erica Holan Lucci\nThis short talk seeks to address the quest ion posed within the conference call in regards to the inequities associat ed with females interest in fields typically dominated by males. Given the recent controversy surrounding #Gamergate and female game designers’ righ ts in a professional arena predominantly populated by males\, what better time than to explore\, nay\, HIGHLIGHT\, how the up-and-coming generation of female gamers/game designers becomes exposed to\, interact with\, and t hrive within the gamer subculture.\nMore specifically\, my recent work wit h students ages 7-12 via a videogame design/coding club held after school hours enlightened my perspective on the attitudes females have about gamin g and the design aspect of learning in this learning context. The creation of this club was based solely on my personal interest in teaching student s how to create their own videogames utilizing the program GameStar Mechan ic. My initial foray into this realm began last Spring (2014) with a group of fifteen 4th-6th grade students. By the end of our eight weeks together \, the troop had whittled to a mere ten students\, with a female majority of the coterie remaining. A second round of more advanced game design (uti lizing the program Scratch) was offered this Fall (2014) semester. Eight s tudents signed up\, four males and four females. All eight students remain ed in the program for the entire eight week period it was offered. Informa l chats with both my male and female protégés led the groundwork for more substantial research queries I have in relation to the female game/r/desig ner subculture and how these students represent the future possibilities f or the field.\nIn short\, my goal for this 10-minute research review is to discuss my anecdotal experiences with other like-minded scholars interest ed in broadening the breadth and scope of studies focused on the up-and-co ming female gamer generation while simultaneously looking for more in-dept h approaches to research females who want equal footing on the “playing fi eld” (pun intended 😉\n12647 Promoting Civic Engagement and Social Interact ion through Online Spaces in Non-Democratic Environments: Transforming the Approach and Practices of Iranian Educators in Schools\nOrganizers: Marya m Alemi\, Maryam Abolfazli\nThe Online School for Civic Education (Afrooz School for Civic Education) is intended to give Iranian teachers and educa tors inside the country the opportunity to reflect\, experiment\, and crea te classroom experiences aimed at teaching their students how to think rat her than what to think. This online program was created in 2011 by a group of Iranian diaspora working for Eurasia Foundation\, a NGO based in Washi ngton D.C.\nAfrooz School was developed to provide Iranian teachers and ed ucators with an alternative to existing top- down\, ideological\, and teac her-centered civic education inside Iran. The Online School’s approach is to give teachers an opportunity to reflect on and practice democratic conc epts of citizenship and civic engagement through dialogue and participatio n in a series of online forum discussions\, chat sessions\, and other onli ne activities in the Persian language. Afrooz Online School was built upon the belief that education can and should be used as a vehicle for social transformation. As Tikly and Barrett (2011) argue\, education can foster k ey capabilities such as creativity\, self-growth\, self-awareness\, leader ship\, empathy and compassion among individuals\, communities and thus soc iety in general. In this paper\, we examine case studies from Afrooz Onlin e School to demonstrate that online spaces can be used as a means to pract ice such skills and to overcome obstacles to equality\, visibility\, and i nclusion of marginalized groups. Therefore we argue that online spaces pro vide opportunities for individuals –and in this particular case to teacher s- to practice and value forms of democratic engagement and skills that ar e aimed at creating a more equitable society\, as Richard Schaul described it as “practice of freedom.”\nIn this presentation\, we introduce online pedagogical model encouraged by Afrooz Online School or by teachers on-lin e that promotes civic engagement\, mutual trust and inclusion. The case st udies provided in this presentation illustrate different perspective on ho w online spaces can contribute to progressive social change in closed and non-democratic settings such as Iran where teachers as citizens do not hav e a space to practice democratic citizenship. We argue that online platfor ms are opportunities to encourage teachers to think and move beyond their classrooms and thus engage in critical praxis that foster social change an d transformation. The online environment provides teachers with experienti al training in democratic civic education despite and within the context o f the existing civic education paradigm in Iran\, which defines citizenshi p in terms of devotion to religious ideology. We argue that online platfor ms are opportunities for teachers to experience inclusive and equitable en vironments that encourage and equip them to engage in critical praxis that foster social change and transformation. DTSTART;TZID=America/Los_Angeles:20150612T160000 DTEND;TZID=America/Los_Angeles:20150612T173000 LOCATION:El Capitan B SEQUENCE:0 SUMMARY:3000 Individual Talk Panel EF:Digital Media and the Challenge of Ex panding Freedoms Around the World URL:http://dml2015.dmlhub.net/event/individual-talk-panel-efdigital-media-a nd-the-challenge-of-expanding-freedoms-around-the-world/ X-ALT-DESC;FMTTYPE=text/html:\\n\\n
\\n12401 Individual Talk EF:Laughing Through Change: Egyptian and Arab Youth Onlin
e Subversive Humor
\nOrganizer: Yomna Elsayed
Constr ained by their authoritarian ruling regimes and cultural traditions of res pect for authority\, Arab youth seek to find ways for subversive self expr ession and public will formation in the non-heavily supervised\, somewhat\ , safe spaces of humor in online videos and social media. Though Arab spri ng revolutions came at the price of a tightening state grip on students an d young adults for fear of dissent\, they nonetheless\, provided a crystal lization — though short-lived– of what was once considered pure imaginatio n. Now that state crackdowns have intensified especially in the wake of th e latest military coup\, young adults are exploring other means for self e xpression at the contours of social change\, and the subversive murky bord ers between jokes and insults\, seriousness and frivolity. This study argu es that there is a cultural symbiosis between paternal and political autho rity which complicates the Arab youth’s attempts at political change makin g their task both a social and a political one. It seeks to explore ways i n which Arab youth carve out a space for self expression\, identity format ion\, and ultimately social change amid an unwelcoming complex social and political conflict\, and how digital media affordances work to facilitate or possibly constraint their participation. The study employs a qualitativ e thematic analysis of online video productions\, and social media discour se of Internet Arab comedians and/or opinion leaders. Findings indicate th at the young adults’ emphasis on change targets deeply ingrained social is sues within the context of contemporary political events\, subverting both the political and social status quo of the Arab world.
\n12591
\nOrganizer: Zoey (Xuez
hao) Wang
Citizens worldwide have been more and more aware of the importance of equality within digital space. Even though the concept of us ing digital and social media as part of civic engagement to improve the eq uality in our societies\, there are still basic but major issues like ineq uality of digital access remains in a global scale. For instance\, China h olds a particularly controversial position in the debate of online equalit y and freedom of speech (expression). On the one hand\, major social media like Facebook\, Twitter and YouTube are banned in China\, which limits Ch inese citizens’ open and active communication with people from other count ries. On the other hand\, various fast-growing Chinese local social media have played important roles among Chinese “netizens” domestically. However \, people from other countries may have confusions or misunderstandings on some conditions.
\nAs globalization expands\, we call for more prog ressive improvement on enhancing digital freedom and online equality cross boarders. In this short talk\, I will briefly present the current digital isolation between China and the world and the efforts that netizens both in and outside of China online have made to change the situation. I then w ill conduct a discussion with my audiences on what could we do to educate our student to cope with the emerging crisis of the digital inequality on a global scale. In Despite of the cultural divide\, what are the opportuni ties that online creators and educators and utilize to push this movement forward.
\n12752 Individual Talk EF:Anything HE Can Do\, I C
an Do Better – Girls as Game Designers (LAST MINUTE CANCELLATION)
\nOrganizer: Erica Holan Lucci
This short talk seeks to addr ess the question posed within the conference call in regards to the inequi ties associated with females interest in fields typically dominated by mal es. Given the recent controversy surrounding #Gamergate and female game de signers’ rights in a professional arena predominantly populated by males\, what better time than to explore\, nay\, HIGHLIGHT\, how the up-and-comin g generation of female gamers/game designers becomes exposed to\, interact with\, and thrive within the gamer subculture.
\nMore specifically\ , my recent work with students ages 7-12 via a videogame design/coding clu b held after school hours enlightened my perspective on the attitudes fema les have about gaming and the design aspect of learning in this learning c ontext. The creation of this club was based solely on my personal interest in teaching students how to create their own videogames utilizing the pro gram GameStar Mechanic. My initial foray into this realm began last Spring (2014) with a group of fifteen 4th-6th grade students. By the end of our eight weeks together\, the troop had whittled to a mere ten students\, wit h a female majority of the coterie remaining. A second round of more advan ced game design (utilizing the program Scratch) was offered this Fall (201 4) semester. Eight students signed up\, four males and four females. All e ight students remained in the program for the entire eight week period it was offered. Informal chats with both my male and female protégés led the groundwork for more substantial research queries I have in relation to the female game/r/designer subculture and how these students represent the fu ture possibilities for the field.
\nIn short\, my goal for this 10-m inute research review is to discuss my anecdotal experiences with other li ke-minded scholars interested in broadening the breadth and scope of studi es focused on the up-and-coming female gamer generation while simultaneous ly looking for more in-depth approaches to research females who want equal footing on the “playing field” (pun intended 😉
\n12647 Prom
oting Civic Engagement and Social Interaction through Online Spaces in Non
-Democratic Environments: Transforming the Approach and Practices of Irani
an Educators in Schools
\nOrganizers: Maryam Alemi\, Maryam
Abolfazli
The Online School for Civic Education (Afrooz School for Civic Education) is intended to give Iranian teachers and educators insid e the country the opportunity to reflect\, experiment\, and create classro om experiences aimed at teaching their students how to think rather than w hat to think. This online program was created in 2011 by a group of Irania n diaspora working for Eurasia Foundation\, a NGO based in Washington D.C.
\nAfrooz School was developed to provide Iranian teachers and educa tors with an alternative to existing top- down\, ideological\, and teacher -centered civic education inside Iran. The Online School’s approach is to give teachers an opportunity to reflect on and practice democratic concept s of citizenship and civic engagement through dialogue and participation i n a series of online forum discussions\, chat sessions\, and other online activities in the Persian language. Afrooz Online School was built upon th e belief that education can and should be used as a vehicle for social tra nsformation. As Tikly and Barrett (2011) argue\, education can foster key capabilities such as creativity\, self-growth\, self-awareness\, leadershi p\, empathy and compassion among individuals\, communities and thus societ y in general. In this paper\, we examine case studies from Afrooz Online S chool to demonstrate that online spaces can be used as a means to practice such skills and to overcome obstacles to equality\, visibility\, and incl usion of marginalized groups. Therefore we argue that online spaces provid e opportunities for individuals –and in this particular case to teachers- to practice and value forms of democratic engagement and skills that are a imed at creating a more equitable society\, as Richard Schaul described it as “practice of freedom.”
\nIn this presentation\, we introduce onl ine pedagogical model encouraged by Afrooz Online School or by teachers on -line that promotes civic engagement\, mutual trust and inclusion. The cas e studies provided in this presentation illustrate different perspective o n how online spaces can contribute to progressive social change in closed and non-democratic settings such as Iran where teachers as citizens do not have a space to practice democratic citizenship. We argue that online pla tforms are opportunities to encourage teachers to think and move beyond th eir classrooms and thus engage in critical praxis that foster social chang e and transformation. The online environment provides teachers with experi ential training in democratic civic education despite and within the conte xt of the existing civic education paradigm in Iran\, which defines citize nship in terms of devotion to religious ideology. We argue that online pla tforms are opportunities for teachers to experience inclusive and equitabl e environments that encourage and equip them to engage in critical praxis that foster social change and transformation.
\n X-TAGS;LANGUAGE=en-US:short talk panel END:VEVENT END:VCALENDAR